英文說課稿范文錦集7篇

　　在教學工作者實際的教學活動中，常常要根據(jù)教學需要編寫說課稿，說課稿是進行說課準備的文稿，有著至關(guān)重要的作用。怎樣寫說課稿才更能起到其作用呢？以下是小編為大家收集的英文說課稿7篇，歡迎閱讀與收藏。

英文說課稿 篇1

　　Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

　　Part One Analysis of the Teaching Material

　�。ㄒ唬� STATUS AND FUNCTION

　　1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

　　2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

　　3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

　�。ǘ�）ANALYSIS OF THE STUDENTS

　　The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

　�。ㄈ�）TEACHING AIMS AND DEMANDS

　　The teaching aim's basis is established according to Junior School English syllabus' provision.

　　1.Knowledge objects

　�。�1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

　�。�2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

　�。�3） To finish some exercises.

　　2.Ability objects

　　（1） To develop the Ss’ abilities of listening, speaking, reading and writing.

　�。�2） To train the Ss’ ability of working in pairs.

　�。�3） To develop the Ss’ abilities of communication by learning the useful structures.

　　3.Moral objects

　　（1） To enable the Ss to be polite and love life.

　�。�2） To enable the Ss to look after their things well.

　�。ㄋ模㏕EACHING KEY AND DIFFICULT POINTS

　　The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

　　1.Key points:

　�。�1）。To help the Ss to communicate with each other.

　�。�2）。To enable the Ss to study in groups and co-operate skillfully.

　�。�3）。To develop the Ss’ interest in English.

　　2.Difficult points:

　�。�1） How to make dialogues and act them out.

　　（2） How to write the right whole sentences.

　�。ㄎ澹� TEACHING AIDS

　　Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

　　Part Two The Teaching Methods

　　1. Communicative teaching method

　　2. Audio-visual teaching method

　　3. Task-based" teaching method

　　As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

　　Teaching special features

　　To use these methods are helpful to develop the Ss’ thought.

　　Part Three STUDYING WAYS

　　1.Teach the Ss how to be successful language learners.

　　2.Let the Ss pass "Observation—Imitation—Practice " to study language.

　　3.Teach the Ss how to master dialogues and how to communicate with others.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

　　Part Four Teaching Procedure

　　I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

　　Step1 Warm-up

　　1. Free talk between T and Ss .

　　Such as: Hi, I’m . . . . What’s your name?

　　This is … How do you do?

　　Who is he/she? How are you?

　　Who can count from 1to 5?

　　What’s this in English? etc.

　　2.A game: Ask the Ss to give T some school things. For example:

　　T: Give me your book.（ruler, box, pen, table, knife, etc.）

　　T: This is your book. This is not my book. It’s your book. etc.

　　In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

　　Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

　　Step2. Presentation

　　This course is very important. I’ll mainly talk about this step.

　　I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

　　First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

　　A: Hi, B. How are you today?

　　B: I’m fine, thank you. And you?

　　A: I’m fine, too. Oh, this is my bag.

　　B: No, this is not your bag. It’s my bag.

　　A: （Look closely） Oh, I’m sorry.

　　B: That’s all right.

　　（At the same time, C is running up and hitting A.）

　　C: Oh, I’m sorry.

　　A: That’s OK.

　　I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

　　Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

　　Step3.Practice

　　First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

　　Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

　　Step4.Production

　　In this step I’ll give the Ss a free space to show their abilities.

　　Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

　　After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

　　Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

　　2.Skill 1 Model 1.

　　I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

　　Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

　　3.Finish the Ss’ workbook.

　　Purpose of my designing: To check the knowledge Ss have learned in this lesson.

　　Step5.Homework:

　�。�1）Recite the words as many as possible after class.

　　（2）Make a dialogue according to Sample A and write it in the exercise book.

　　Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

　　Blackboard Design

　　Lesson Six Sample ASix This is my…h(huán)ey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

英文說課稿 篇2

　　Part One —— Analysis of the Teaching Material

　　One: Status and Function

　　1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

　　2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

　　3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

　　4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

　　Two: Teaching Aims and Demands

　　The teaching aim's basis is established according to Junior School English syllabus' provision.

　　1. Knowledge objects

　　(1) To study the new words “fuel”, “oil” and “coal”.

　　(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

　　2. Ability objects

　　(1) To develop the students’ abilities of listening, speaking, reading and writing.

　　(2) To train the students’ ability of working in pairs.

　　(3) To develop the students’ abilities of communication by learning the useful structures.

　　3. Moral objects

　　(1) Through different teaching methods to make students be interested in study.

　　(2) Love to know more knowledge about transportation and dare to express their opinions in English.

　　(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

　　Three: Teaching Keys and Difficult Points

　　The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

　　1. Key points:

　　(1).Be able to express words, phrases and sentences in English.

　　(2). Know about the improvement of transportation and Danny’s invention.

　　2. Difficult points:

　　Be able to talk about their imaginary future transportation in oral English.

英文說課稿 篇3

　　一、說教材

　　1.教材內(nèi)容

　　我說課的內(nèi)容是人民教育出版社九年義務教育課程標準實驗教科書四年級上冊中的Unit2 My Schoolbag。這一單元呈現(xiàn)了教科書的名稱。本單元通過一系列的活動與對話來講解大家在日常生活中描述書本的單詞和句子。本單元需要6個課時完成。我現(xiàn)在要說的是第一個課時。

　　2.教材地位

　　本課時是第二單元的第一課時，綜觀PEP教材，本課時首次出現(xiàn)教科書名稱。本課時又是第二單元的重點，因此本課時的教學對第二單元的學習起著決定性的作用。

　　二、說教學目標

　　根據(jù)本課時內(nèi)容的特點和四年級學生的年齡特點和任務型教學模式的要求。在教學過程設(shè)計中，特別關(guān)注全體學生的學習發(fā)展，注重互動，給孩子們學習英語的氛圍，讓他們運用語言進行交際，用英語做事情，讓學生們在活動中參與體驗和理解。因此我制定了以下教學目標：

　　1、知識與能力

　　a、能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。

　　b、能夠聽懂、會說How many … do you have? I have….并能在實際情景中運用。

　　c.能聽懂指示語，并按照指令做出相應的動作，如：Put your English book on your head….

　　2、過程與方法

　　3、情感態(tài)度與價值觀

　　通過教學，逐漸達到培養(yǎng)孩子們的語感以及運用本單元語言內(nèi)容做事情的目的，同時也讓孩子們學會關(guān)愛社會，并且運用實際行動來表達自己的愛心的情感態(tài)度。

　　三、教學重難點：

　　本課時的重點是能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語音的教學是這一環(huán)節(jié)的重點，預計學生初學時會出現(xiàn)較明顯的語音錯誤，因此我要注意指導學生仔細聽音、讓學生觀察老師的口型，認真模仿、及時結(jié)合學生發(fā)音進行評價糾誤。另一方面，在所學單詞中很多都于book有關(guān)，這些單詞的書寫形式有所不同，學生很容易出錯，要及時相機指導，而且這些單詞中還設(shè)計到合成詞，如：school+book=schoolbook,所有的這些都要讓學生抓住，抓牢。

　　難點是能夠聽懂、會說How many … do you have? I have….并能在實際情景中運用。在這個句型設(shè)計到單詞的復數(shù)形式，對于學生來說是個難點，要詳解。

　　四、說教法、學法

　　1.教法設(shè)計

　　四年級的學生的注意力很難持久，他們對新鮮事物比較感興趣，還有他們的水平參差不齊，甚至有較大差距，因此我采用綜合運用全身肢體反映法（TPR），情景導入法和任務型教學模式，使優(yōu)秀的學生學得更好，使基礎(chǔ)差的學生在課堂上多開口，使他們有所提高，以達到調(diào)動全班學生學習英語興趣的目的。

　　2. 學法指導

　　新課標倡導“以人為本”，倡導自主、合作、探究的學習方式。本課時中教師充分考慮到學生的年齡特征、興趣和認知水平，準備了直觀、生動的教具，創(chuàng)設(shè)了寬松活潑的學習環(huán)境和真實有意義的活動場景，設(shè)計了多樣的學生喜愛的教學活動，讓學生在情境中感受英語，運用英語。

　　五、 課前準備

　　1、準備一臺錄音機及相關(guān)的磁帶，便于學生更好的掌握語音及語調(diào)。

　　2、準備相關(guān)的課件，讓學生在形象逼真的氛圍中更好的學習。

　　3、準備與本課時相關(guān)的單詞卡，便于學生反復認讀。

　　六、說教學程序

　　我的教學思路有五步：

　　Step1：Warming up 創(chuàng)設(shè)情景，引入新知

　�。�1） Sing a song.

　　唱一唱學過的歌曲《In the classroom》，既活躍了氣氛，又能使學生盡快地融入英語課堂學習的氛圍。

　　（2）通過聽指令做動作（如：point to the window , point to the door ….）等復習第一單元的知識，同時為進入本單元的schoolbag作鋪墊。

　　Step2：. Presentation 激情引趣，學習新知

　�。�1）由point to the bag 導入課題 (板課題) 并引導學生說。

　　（2）多媒體課件呈現(xiàn)所學新單詞。學習單詞按易到難，由淺入深原則逐一學習。先從大家熟悉的English book入手，然后到Chinese book, math book, notebook ,由于story-book比較難發(fā)音，因此安排在最后。

　　（3）通過圖片、單詞卡片、課本讓學生反復指認這些單詞。

　�。�4）Guessing game .讓學生快速搶猜單詞。

　�。�5）教學句型:How many …do you have? I have….

　　通過學生與老師 ，老師與老師之間的對話來加強學習，在同學們熟悉單詞后，引導他們加入How many …do you have? I have….進行操練。

　　Step3：. Play time 深化新知，體驗參與

　�。�1） Let’s do.

　　學生在老師的帶領(lǐng)下進行l(wèi)et’s do. 需特別注意事物間的方位關(guān)系以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對所學單詞的鞏固并應用。

　�。�2） Let’s sing “Books and Pencils ”讓句型化難為易。伴隨著音樂的節(jié)拍，學生在輕松愉悅的氣氛中學習興趣濃厚，使得整節(jié)課在充滿樂趣的氛圍中度過。

　　通過歌曲既鞏固所學知識，又讓學生在玩、唱中去習得語言。

　　Step4： Practice. 鞏固新知，運用新知

　　我會設(shè)計一個場景，比如說在一張桌子上擺放一本英語書，三本數(shù)學書，五本故事書……讓學生分成兩組用今天所學的知識來簡述，

　　E.g. Show me your notebook

　　Show me your English book

　　E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?

　　__I have……

　　通過這樣的練習，達到鞏固新知，運用新知的目的。

　　Step5： Extension完善新知，拓展延伸

　　讓學生用所學的句型和單詞找一找身邊的事物并延伸到課外。培養(yǎng)學生綜合運用語言。讓學生帶這問題走出教室。

　　七、教學反思

　　本節(jié)課采用任務型教學，利用多媒體課件突出重點，突破難點，使教學內(nèi)容形象生動有趣，學生易于接受；根據(jù)學生的年齡特征采用多種游戲活動，激發(fā)興趣，激活思維。預計所有的學生都能理解和掌握六個新單詞意義和讀音，大多數(shù)學生能夠用所學語句進行相關(guān)的對話，表達自己的認知情況。

　　八、說板書設(shè)計

　　板書分為兩部分，即單詞和句型。讓學生對本課學習的知識清晰明了，突出教學目標的重難點，有利于學生理解吸收和記憶。

　　Unit2 My Schoolbag

　　schoolbag English book Chinese book,

　　math book, notebook story-book,

　　How many books do you have?

　　--- I have 6.

英文說課稿 篇4

　　Good morning, everyone !

　　I’m No.____ candidate. Nice to meet you! （鞠躬）

　　Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching

　　material, teaching aims and demands, student analysis, teaching met

　　hods, learning methods and procedures. （下面我將從教材、教學目

　　標和要求、學情、教法、學法、教學程序等幾個方面進行說課。） Part 1 Analysis of the teaching material .

　　Status and functions :

　　The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students .This unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.

　　Part 2 Teaching Aims and Demands

　　Knowledge objects:

　　The Ss can master the usage of the important words, expressions and

　　sentences.

　　____________________________________________________

　　____________________________________________________

　　____________________________________________________

　　The Ss can use the patterns to express their thoughts in the proper

　　situation.

　　The Ss can understand the content of the lesson, talk about

　　Ability objects:

　　To develop the Ss’ abilities of listening, speaking, reading and writing.

　　To improve the student’s reading ability.

　　To guide Ss to set up effective studying strategies.

　　Emotion or moral objects:

　　By studying this lesson, the students and put the

　　moral education in the language study.

　　In order to achieve these aims, we must be clear about the important

　　points and difficult points:

　　The important points：

　�。�1）

　�。�2）

　　（3）

　　The difficult points：

　�。�1）

　�。�2）

　　Part３ Teaching Methods

　　In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學法), “Task-based” language teaching (任務教學法). The Situational Approach(情景教學法) .

　　Part４ The Studying of Students and learning Methods

　　Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.

　　Part５ Teaching Procedure

　　Period 1(1a--- Grammar Focus)

　　Step 1 warming up

　　It will cost 3 minutes

　　In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking

　　ability will be improved .

　　Step 2 leading in

　　It will cost 2minutes .

　　I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation

　　It’ll cost 20 minutes

　　I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .

　　Situational approach is used here .

　　Step 4 practice

　　It’ll cost 10 minutes

　　In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .

　　Task-based teaching method is used here，and students’ cooperation ability will be well developed .

　　Step 5 summary

　　It’ll cost 5 minutes .

　　In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge

　　In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .

　　Ok ,that’s all for my lesson ,Thank you a lot for listening .

英文說課稿 篇5

　　The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.

　　1. Analysis of Ss

　　Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.

　　Analysis of the textbook

　　The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.

　　2.Teaching Objectives

　　Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

　　Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.

　　Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.

　　3.Teaching Points

　　The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

　　The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.

　　4.Teaching approaches.

英文說課稿 篇6

　　Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:

　　This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

　　By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .

　　A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

　　（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

　　(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

英文說課稿 篇7

　　一、 說課標

　　新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力。指出：“教師在教學才過程中應與學生積極互動、共同發(fā)展。教師應尊重學生的人格，關(guān)注個體差異，滿足不同學生的學習需要，創(chuàng)設(shè)能引導學生主動參與的教育環(huán)境，激發(fā)學生的學習積極性，培養(yǎng)學生掌握和運用知識的態(tài)度和能力，使每個學生都能得到充分的發(fā)展。因此，本課的設(shè)計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎(chǔ)上都學有所得。

　　二、說教材

　�。ㄒ唬� 教材地位和教學內(nèi)容分析 本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。Reading設(shè)計為本單元的第2課時。本課型是單元整體教學的重要環(huán)節(jié)，為學生的語言學習、語法學習提供了載體，并且是學生獲取信息的主要來源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運用了大量的動詞、復雜的數(shù)字，出現(xiàn)許多定語從句，篇幅較長，并且采用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，較容易歸納出各部分的中心詞。

　　（二）教學目標

　　1. 語言知識目標：

　　a)使學生了解自然災害的相關(guān)詞匯，并掌握復雜數(shù)字的表達法。

　　b)學習掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。

　　2. 語言技能目標：

　　a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意；通過細讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細節(jié)，培養(yǎng)學生獲取、處理信息的能力。

　　b) 讓學生復述課文，分析、感悟作者的寫作意圖。

　　c) 讓學生運用本節(jié)課所學詞匯、知識，通過采訪唐山大地震幸存者的形式進行小組活動，提高學生用英語進行創(chuàng)造性交流的能力。

　　a）學會有關(guān)地震的知識，并能通過學習討論懂得地震時的應急逃生，地震后如何科學救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。

　　b）懂得地震無情人有情，即使發(fā)生了多么可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養(yǎng)學生一方有難、八方支援的互助友愛精神。

　　c）了解自然災害會給人類帶來嚴重的破壞性后果，讓學生進一步感悟、領(lǐng)會到人類應與自然界和諧共處。

　　d）培養(yǎng)學生的合作意識和“合作學習”的習慣。

　　e）欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學生在學習完課文之后得到一次美的享受，一次心靈的愉悅和升華。

　�。ㄈ�）教學重點和難點：

　　1． 重點

　　1）讓學生了解唐山大地震，了解地震的成因、預兆、地震造成的損失，地震時的應急救生以及震后的救援。

　　2）訓練學生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學生對文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖，突出培養(yǎng)學生以下3個方面的能力：

　　a.文章段落中心詞把握能力。

　　b.根據(jù)主題快速捕捉文章重點細節(jié)的能力。

　　c.總結(jié)歸納能力。

　　3）重點掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞并理解課文中優(yōu)美句子，讓學生掌握一些英語修辭用法。

　　2．難點

　　1) 如何使學生養(yǎng)成科學的閱讀習慣，提高閱讀理解能力和語言水平。

　　2) 如何使學生學會提取、篩選和重組文章中的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。

　　三、 教學方法

　　1、任務型語言教學法 任務型語言教學認為：人們使用語言的`過程就是一個完成各種各樣任務的過程。任務型學習強調(diào)通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震后幸存者的訪問。該設(shè)計基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。

　　2．直觀法（視聽教學法） 充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動學生學習興趣的同時，降低學習難度，突破重難點。

　　3．合作學習教學法 合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業(yè)成績、促進學生良好非智力品質(zhì)的發(fā)展，調(diào)整學生的語言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個學習小組”的課堂教學結(jié)構(gòu)，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經(jīng)歷，從而對學習本身和所學內(nèi)容產(chǎn)生興趣感。

　　四、教學過程

　　STEP1 導入 lead-in 在課堂開始，我會給學生播放一段有馮小剛導演拍的電影《唐山大地震》的片段節(jié)選，讓學生能通過電影能理解和體會到自然災害給人類帶來的巨大災難。讓后直接導入今天的課題。這個能激發(fā)學生去了解這篇文章的興趣，積極加入課堂。

　　Step2 pre-reading 讀前 在這個環(huán)節(jié)我會在學生在讀這篇文章之前給出幾個問題。但是并不要求學生馬上給出答案。而是要求在下一環(huán)節(jié)的閱讀中找出答案。

　　Step3 while reading 在這個環(huán)節(jié)當中我設(shè)計了3個活動 第一個活動 activity1 fast reading 給學生幾分鐘的時間，讓后讓學生快速閱讀這篇文章，并找出在讀前所給題的答案，在讀完文章之后，讓幾個同學來進行回答。 第二個活動 activity2 scanning 放錄音，讓學生跟隨錄音快速閱讀，并要求學生找出每一段落的中心句，并在讀完之后，要求得出這篇文章的整體大意。并讓學生起來進行回答 第三個答案：acrtivity3 task 在這一環(huán)節(jié)當中我會設(shè)計一個任務。任務類型為知識的搶答。 首先我會將整個班級分為若干個小組，每組有七到八個人。并選出小組長。這一環(huán)節(jié)中我設(shè)計了十個對錯題，（true or false）,要求學生以小組的形式進行搶答。并作出得分記錄，最后還要評選出第一名。在搶答過程當中，我并不只單單是以游戲的形式來完成這一任務，只是簡單的完成對錯題，我會要求每組在搶答的過程當中，要對他們所選的答案進行解釋說明為什么。讓學生在這個過程當中真正玩有所得。

　　Step 4 post-reading 這一環(huán)節(jié)我會把我們所讀的這篇文章設(shè)計成一篇閱讀題的模式，設(shè)計五道選擇題，用幻燈片展示出來，并讓學生進行選擇。題目的設(shè)計會以文章的主旨大意和一些細節(jié)作為試題。這讓學生能在這一環(huán)節(jié)當中對剛剛已經(jīng)學習知識進行鞏固。

　　Step5 summary 在這一環(huán)節(jié)中我會整堂課做一個簡短的總結(jié)，并再一次強調(diào)本次課的重難點。讓學生明確本課的重點，再一次明確課堂目標。和引導學生對這篇文章的情感態(tài)度進行升華。

　　Step6 homework 作業(yè)

　　1、要求學生背誦本次課的重點詞匯和短語

　　2、要求完成相應聯(lián)系。

　　3、要求學生課后通過各種途徑查到關(guān)于地震的常識，并去了解一些

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